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Edison teacher outlines trauma-informed PBIS approach for students with emotional impairment
Summary
Jessica Darland, an Edison middle-school teacher, presented the school's Positive Behavioral Interventions and Supports program to the Hazel Park Board, describing PBIS as a trauma-informed, three-tier framework that uses morning circles, SOAR tickets and targeted supports to increase academic engagement.
The Hazel Park Board of Education heard a presentation on May 18 about Edison’s Positive Behavioral Interventions and Supports program, an evidence-based, trauma-informed approach that school staff say is tailored for students with emotional impairment.
Jessica Darland, introduced by an Edison colleague, told the board PBIS at Edison uses a three-tier system with a universal building-wide component designed to work for about 85–90% of students and targeted tiers for students who need more intensive supports. “It’s proactive,” Darland said, “so looking at a more competitive way of addressing behavior instead of reactive to behaviors… and tailoring it specifically in our program to students with emotional impairment by creating a very structured setting, but also nurturing.”
Darland explained core elements the school emphasizes: clear schoolwide expectations, frequent reminders during morning circle time, positive reinforcement through SOAR tickets (staff mark the specific expected behavior and students redeem tickets at the school store), and consistent communication with families. She said staff use compassion-focused responses to de-escalate behavior and aim to reduce suspensions and out-of-class referrals.
The presentation also included examples of classroom routines, special events designed to reinforce expected behaviors and a description of how staff document and celebrate positive actions. Darland said the PBIS work is intended to improve academic time-on-task and overall school climate.
Board members asked questions about implementation and partnerships; staff noted PBIS is consistent with district priorities and will be reinforced by parent and staff communication strategies. The superintendent and staff said the practices will be incorporated into handbooks with a full rollout planned for July 1, 2026.
The board did not take a formal action on the PBIS presentation; the item was informational.
